Preservice teachers' implicit attitudes toward students with and without immigration background: A pilot study
Preservice teachers' implicit attitudes toward students with and without immigration background: A pilot study
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DOI：
10.1016/j.stueduc.2013.09.003
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发表时间：
2013-12-01
影响因子：
3.1
通讯作者：
Kovacs, Carrie
中科院分区：
文献类型：
--
作者：
Glock, Sabine;Kneer, Julia;Kovacs, Carrie
少数民族学生在学校往往处于不利地位。造成这种不利的一个因素可能是教师的判断，而这些判断又可能受到内隐态度的影响。内隐态度往往引导自动行为，当认知资源受到限制时，自动行为就会发挥作用。这对于缺乏课堂经验的兼职教师来说尤其重要。在情感启动任务中，研究者对移民背景的学生表现出矛盾的内隐态度，而对本土学生表现出积极的内隐态度。这种不对称的内隐评价可能会使副教师在课堂上与学生的互动产生偏差。了解内隐态度在学习过程中的影响，有助于中学教师应对内隐和自动的影响。(C)2013爱思唯尔有限公司保留所有权利。
Minority students are often disadvantaged in school. One factor contributing to this disadvantage may be teachers' judgments; these may, in turn, be influenced by implicit attitudes. Implicit attitudes often guide automatic behavior, which comes into play when cognitive resources are restrained. This is particularly important for preservice teachers, who lack experience in the classroom. In an affective priming task, results showed ambivalent implicit attitudes toward students with immigration background and positive implicit attitudes toward native students. Such asymmetrical implicit evaluations could bias preservice teachers' interactions with students in the classroom. Acquiring an understanding of the influence of implicit attitudes during their academic studies might help preservice teachers counter implicit and automatic influences. (C) 2013 Elsevier Ltd. All rights reserved.